My Performance Development focuses on learning and development that has been targeted at individual and collective improvement. Activities to improve performance in this phase use the 70:20:10 model that identifies the workplace as the principal area to learn, with most development occurring through the completion of challenging work tasks.
The opportunity to practice and learn with support and through the input from others, are critical aspects required for effective learning and development within role. The inclusion of time taken for reflection on performance helps create an environment that supports professional growth. The 70:20:10 model is structured as follows.
Learning through challenging work tasks
Learning through and with others
Critical to Performance Development is the collection of evidence of learning and evidence of changing practice.
What does each role do in Performance Development?
The Senior Leader values learning for development in role and enables opportunities to address individual and collective improvement goals aligned to the 70:20:10 approach by:
- Ensuring time is provided for all staff to learn and grow in role including opportunities for collaborative enquiry, peer observation, the giving and receiving of feedback on performance and reflection on learning.
- Ensuring learning is challenging and has a practical application to the work
- Setting the expectations for Individuals to change an aspect of practice and collect evidence of learning and impact.
The Leader supports and oversees the learning and development of staff.
Evidence of Learning: The Leader in this part of the framework supports staff based on their role and stage of Onboarding to engage in formal and informal learning and development that improves performance. They are available to engage in PGiA conversations and provide feedback on the learning and growth of staff.
Evidence of Change: The Leader guides staff to examine how their practice changes as a result of learning and the impact this has on student learning orservices.
- The Peer supports the learning and development of the Individual as a critical friend.
- The Peer in this part of the framework supports the individual through performance growth conversations to help them identify the impact their learning has on their practice and how student learning or services improve as a result.
- The Peer actively listens to the individual and asks critical questions to help them articulate and reflect on their learning and growth.
The Individual is responsible for initiating and leading their own learning and growth by:
- Engaging in formal and informal learning that targets areas of individual and collective growth.
- Selecting Peers who will challenge them to grow and develop in role.
- Meeting regularly with Peers and the Leader to engage in performance growth conversations.
- Demonstrating through evidence change in practice and the impact on student learning or services.
This aspect of Performance development asks you to actively engage in learning, gathering evidence of the learning you do and how it will be actioned in your professional practice. In Sydney Catholic Schools we believe that learning is best conducted within the workplace and we use the 70:20:10 model to describe how that occurs.
Look at how the 70:20:10 model, evidence of learning and annotations are used in this ePortfolio (template).
What questions guide this aspect:
- What learning did I do?
- How will I know my learning was effective?
- How will my learning be actioned in my role?
- Who can help me check if my learning was effective?
This aspect of Performance development asks you to consider how effective the learning you have done has been and how it has been actioned in your professional practice. As a result of my learning ask:
- What has changed in what I do?
- What evidence can demonstrate this?
- Who can provide feedback on the changes I have made?
Sometimes this is best demonstrated as a Before and After snapshot e.g. a changed program/service/activity.
Teachers should use the NESA Evidence Guides for their level of accreditation to guide them here.
Sydney Catholic Schools Resources:
- Use an ePortfolio to evidence and annotate development and growth:
- Use a reflective journal to reflect on your performance, development and growth in practice. (Template).
- Engage in formal learning (10%) to enhance practice.
- Use the Professional Learning Toolbox to support your implementation of the NSW Syllabus for the Australian Curriculum.
- Attend a course from the Leadership Learning Program (SCS Intranet).
- Attend webinars on accreditation, mentoring and supervising teachers (SCS Intranet).
- Search the PHRIS catalogue for a course in an area of need (SCS Intranet).
- Develop your practice by understanding evidence and practice at all career stages:
- Login to the NESA eTams portal and search for registered professional learning.
- Access NESA delivered professional learning.
Australian Institute for Teaching and School Leadership (AITSL):
- Access and develop practice by using the AITSL resources to:
- Understand the importance of reflection on practice for growth.
- Improve how you give effective feedback to students.
- Gather evidence of improvement and annotate to standard descriptors.
- Explore how teachers use pedagogical approaches and strategies in their teaching.
- Understand how evidence can demonstrate impact on student learning.